Do Teachers Treat Their Students Differently? An Observational Study on Teacher-Student Interactions as a Function of Teacher Expectations and Student Achievement
Table 4
Descriptive statistics for teacher-student interactions during individual work and bivariate and partial correlations with academic achievement and teacher expectations, across (A) and within (W) classrooms (N = 152).
Descriptives
Correlations
M
SD
Academic achievement
Teacher expectations
Partial (expectations, controlling for achievement)
A1
W1
A
W
A
W
Type of turns
Direct
1.29
1.82
−0.19
−0.29
−0.25
−0.32
−0.16
−0.18
Public
0.05
0.24
−0.18
−0.17
−0.12
−0.06
0.01
0.07
Aloud
0.09
0.51
−0.22
−0.13
−0.15
−0.08
0.00
−0.00
Student initiative
1.64
1.92
−0.07
−0.11
−0.07
−0.11
−0.03
−0.05
Focus of feedback
Task
1.70
2.15
−0.23
−0.24
−0.23
−0.21
−0.10
−0.07
Process
1.20
1.69
−0.22
−0.26
−0.21
−0.27
−0.09
0.13
Metacognition
0.55
0.97
−0.13
−0.22
−0.10
−0.23
−0.01
−0.12
Self
0.76
1.17
−0.17
−0.28
−0.16
−0.27
−0.07
−0.12
Way of feedback
Directive
2.73
3.56
−0.31
−0.32
−030
−0.29
−0.13
−0.12
Facilitative
0.72
1.02
0.11
−0.05
0.12
−0.09
0.07
−0.07
Total2
7.28
7.60
−0.24
−0.31
−0.24
−0.30
−0.11
−0.14
< 0.05, < 0.01. Notes: (1) A = across classrooms, W = within classrooms; (2) total number of interactions is the sum of turns and feedback interactions (focus).